Three research-based theoretical frameworks on which educational programs for language minority students might be based are discussed, along with a composite framework. The frameworks, which coincide with California's frameworks (described in "Schooling and Language Minority Students: A Theoretical Framework," 1981), are as follows: (1) a framework for communicative competence, (2) a framework for second language (L2) acquisition, and (3) a framework for primary language (L1) development and its implications for communicative competence in L1 and L2. Theories and research by Canale and Swain (1980), Strevens (1977), Shuy (1976), Cummins (1981), Krashen (1981), and Di Pietro (1979) are interwoven to develop a composite framework. This framework has been empirically tested as a teacher training device for 18 months and is now entering an observation stage at the classroom level. Included is a review of the state of the art in bilingual education that covers demographic projections, historical deficiencies in the definition of language minority students, and the progression of research trends and perceived needs. In addition, attention is focused on communicative competence and second language acquisition theories, as well as the framework for bilingual education. Finally, a composite model for teacher trainers is presented, with attention to its strengths and weaknesses, and implications for improving and expanding the model to meet the schooling needs of language minority students. (SW)